Choose a route before or during each task. You may do a teacher-approved comfortable movement, direct a tabletop marker, or write/draw a score and analyse it. No route asks you to reveal something personal, be filmed, touch anyone or perform publicly. You may stop or switch route without explaining. If you choose to move, your teacher checks the space and leads the suitable warm-up/cool-down. You can use the printed exact text and tactile directions, a scribe or quiet reading. The original motifs are fictional composition exercises, not examples of a named dance style.
Our opening answer frame: I changed [one element] at [specific count/space]. For [stated purpose/context], this may make [a possible reading] because [visible score evidence]. It does not prove [a limit]. Use “may”, not “everyone will”.
Useful words: A motif is a short movement idea that can return or change. Space says where/direction. Time says when/how long. Dynamics describes movement quality, such as a gradual or sudden arrival here; it is not permission to use force. Relationship says how a mover is placed or oriented towards a space or object. Structure is how phrases are ordered, repeated or contrasted. A purpose is what the maker aims to communicate; an audience response remains possible rather than guaranteed.
| Day | What you produce | Self-check question |
|---|---|---|
| 1 | A purpose + one fact from A + a possible reading | Did I say what is in the score and what I infer? |
| 2 | Two drawn or marked routes for B + count-2 comparison | Did I change only one count? |
| 3 | A two-version time strip for C | Did I keep the locations while changing arrival timing? |
| 4 | An object relationship for D + safety choice | Can a token show the same decision without another body? |
| 5 | Independent new G response, kept before feedback | Did I cite a count and distinguish choice from fact? |
| 6 | Two transformations of E with correct names | Did I avoid calling a lateral mirror a time reversal? |
| 7 | A relationship choice in D or F | Is the object/space visible and contact optional? |
| 8 | P then Q versus P then P in F + purpose | Are both versions eight counts? |
| 9 | A source/right question + original A–F choice | Am I borrowing no choreography or cultural story? |
| 10 | Independent new H response, kept before feedback | Did I give evidence, purpose, possible reading and limit? |
A paper answer can show your choreographic thinking, not your physical technique. Your school will plan later accessible opportunities to practise and show technical and expressive performance in the actual genres studied. The public checks are for feedback; they are not a school grade.